Review of e-GP


British Journal of General Practice, August 2009 617

Essay

As a self-confessed Luddite, I will admit
to having a few reservations before trying
e-GP. In addition to the hassle of dealing
with temperamental software, I often find
online learning to be impersonal and
lacking in the satisfaction to be had from
reading a book. However, six modules
later, e-GP1 has challenged many of my
preconceptions.

E-GP is surprisingly easy to use even for
those of us who think Wi-Fi and Wii Fit are
interchangeable entities. The layout is clear
and attractive with lots of pictures to hold
the user’s attention. In addition, the first
module is a very helpful and easy to
understand guide to using e-GP.

Pablo Picasso is quoted as having said,
‘Computers are useless. They can only
give you answers.’ If used in conjunction
with the online new personal evaluation
program (nPEP)2 then e-GP is set to prove
him wrong. To my knowledge, this is the
only online learning resource that helps the
user find out what they need to know as
well as how to learn it.

As with many online resources there is
capacity to create a ‘learning path’. This is
a great tool for focusing one’s study.
Equally, a record of learning is available,
extremely helpful in the typically last-
minute panic to collate evidence for
appraisal. Unusually, a record of the time
spent for each module is shown, making
calculation of CPD hours less arduous. My
new found, revalidation-led craving for
certificates is also sated by the ability to
print these for completed modules.

There is a handy facility to record any
note-worthy thoughts during the module. I
continue to prefer to scribble with pen and
paper but can see the use for more
computer-orientated colleagues.

As a GP–mum hybrid, with a toddler who
has a talent for pressing ‘off’ buttons, the
facility to stop the module mid-way
through and then resume is ingenious.

So far I have completed a variety of
modules from different subject areas: ankle
pain, postnatal depression, equality
legislation, allergies in children, principles
of palliative care, and how to learn with e-
GP. These vary slightly in duration and

format, but I can honestly say I learned
something new from each of them.

Common to each module is an
interactive format which I particularly
enjoyed. Case scenarios are frequently
used along with regular quizzes, which
kept my mind on track. Despite this, online
learning remains a solitary process and not
quite a replacement for teacher–pupil
interaction. However, with regular points
for reflection and feedback, I felt these
modules were a close second.

The modules vary in depth, with one of
the modules I completed being quite
superficial. However, guidance is given
concerning further learning resources,
negating this worry. Overall, given the
range of users, which will include trainees
and GPs, both old and new alike, I feel the
knowledge level was well pitched. If used
as the starting point for learning, I feel
these modules have considerable
potential.

To conclude, I feel this is an extremely
useful tool for learning that is at least equal
to its online contemporaries. It is an
invaluable resource in the quest to achieve
our CPD goals and, as such, I stand
converted.

Faye McCleery

REFERENCES
1. Department of Health and NHS and RCGP. e-GP, e-

Learning for General Practice. http://e-
lfh.org.uk/projects/egp/index.html (accessed 6 Jul
2009).

2. Royal College of General Practitioners. RCGP
Scotland Online Assessment Application for GPs.
http://www.npep.org.uk//# (accessed 9 Jul 2009).

DOI: 10.3399/bjgp09X453909

Review of e-GP